Enhancing Student Outcomes

District 75 Dr. Susan Erber Superintendent Helen Kaufman Administrative Assistant Superintendent of Clinical and Support Services Council of School Supervisors and Administrators

United Federation of Teachers District 75 Office of Clinical and Guidance Services Office of Positive Behavior Support

GUIDELINES FOR ENHANCING STUDENT OUTCOMES THROUGH POSITIVE BEHAVIOR SUPPORT

March 2004 GUIDELINES FOR ENHANCING STUDENT OUTCOMES

THROUGH POSITIVE BEHAVIOR SUPPORT Table of Contents

MISSION

District 75 Flow Chart of Interventions to Support Student Outcomes

EXEMPLARY BEHAVIOR STANDARDS WITH A CASCADE OF INTERVENTION STRATEGIES

I. DEVELOP SCHOOL MISSION STATEMENT School and Classroom Interventions

II. BEHAVIOR PERFORMANCE STANDARDS 1. Discipline Code 2. Daily Student Arrival/Departure Assessment Protocol 3. Intake Procedures 4. School Crisis Response Procedures

III. PROGRAMMATIC ELEMENTS 1. School’s Incentives for Positive Behavior 2. Prosocial Skill Development 3. Students’ Behavior Intervention Plans Based on Functional Behavioral Assessments

IV. PUPIL PERSONNEL TEAM MEETINGS 1. Case Conference Site Meetings 2. Safety Review and Incident Analysis

V. PROFESSIONAL DEVELOPMENT

Appendices Other behavioral assessment formats are available in schools and may be used A Request Form For School Based Pupil Personnel Team Supports B Parent Questionnaire For School Based Pupil Personnel Team C School Based Support Team Action Plan and Follow Up D Frequency Chart* used to chart frequency of a behavior and patterns of occurrence E ABC Chart* used to examine antecedents and consequences of a behavior F Interview of People in the Student’s Environment* used to examine antecedents and consequences of a behavior and determine function of a behavior G Reinforcers used to determine a student’s preferred reinforcers H Integration of Information and Plan Development used to structure meetings and to document the work of the team in developing Functional Behavioral Assessments and Behavior Intervention Plans I Crisis Intervention Room Log J Using the Insights of LSCI to Develop Behavior Intervention Plans

* These forms are based on similar forms by Dr. Dan Crimmins

GUIDELINES FOR 2 ENHANCING STUDENT OUTCOMES THROUGH POSITIVE BEHAVIOR SUPPORT

MISSION

District 75 is committed to collaboratively developing and implementing best practices in positive behavior supports to promote responsible, appropriate student behavior. This will be accomplished by using a team approach and the school’s values and beliefs, embraced and supported by staff. Positive behavior supports develop students’ self control, problem solving, and prosocial skills and help them to benefit from the academic, social, and vocational experiences which schools offer.

This manual, Guidelines for Enhancing Student Outcomes Through Positive Behavior Support is meant to assist school leadership and Pupil Personnel Teams in District 75 to identify and implement best practices in effectively intervening with challenging behavior. Schools may have developed their own manuals and forms which may be used. The manual:  presents a cascade of interventions at the school-wide and classroom level  outlines specific strategies and exemplary practices in positive behavior supports  guides educators (administrators, pedagogues, paraprofessionals) in collaborating across disciplines, working with families and utilizes community resources  enables educators (administrators, pedagogues, paraprofessionals) to respond to challenging behaviors in a way which enhances students’ ability to benefit from educational opportunities in the Least Restrictive Environment.

3 District 75 Flow Chart of Interventions to Support Student Outcomes

Communicate Issue to Parents and to I. Classroom Intervention Student and elicit Feedback on or Call appropriate et Me intervention

Identify Area of Meet Consult with Counselors, Concern/Challenging Implement Appropriate Other Teachers, Behavior Intervention Paraprofessionals and/or School Administrators

Submit PPT Request Seek Parents' and II. Pupil Personnel Team Review Form Student's Input

AP/Designee Coordinates and Schedules Meeting PP Team Members and Notifies Staff observe issues/ behaviors and make Recommend that a recommendations Functional Behavioral BIP Developed at the OR Assessment (FBA) be PP Team Meeting conducted to develop Behavior Intervention Plan (BIP) Teacher, Paraprofessional and Clinical Team Implement BIP

OR Consult with Parents, III. PP Team Follow-up Student and Staff to Monitor, Evaluate and evaluate BIP Amend BIP elements

OR IV. Office of Positive Behavior Supports (OPBS) Consult with OPBS and Consult with School Clinical and Guidance PP Team, Parents, Services Student and Staff to evaluate BIP

Amend and/or Modify BIP in Teacher, Paraprofessional Make direct Consultation with the School and Clinical Team Amend, observations, and PP Team Modify and Implement the submit further Student's BIP recommendations

V. District 75 OR Superintendent's Review Consultation between the Principal, Consider Other the OPBS and School Pupil Personnel Options Team implements the BIP

Amend and/or Modify BIP ML\ Flow Chart September 2001 Rev. March 2004 4 District 75

Dr. Susan Erber Superintendent

Helen Kaufman Administrative Assistant Superintendent of Clinical and Support Services

Office of Clinical and Guidance Services Office of Positive Behavior Support

EXEMPLARY BEHAVIOR STANDARDS *

WITH A

CASCADE OF INTERVENTION STRATEGIES

* Source: Rubrics for Positive Behavior Support Plan Written by District 75/UFT/CSA Spring 1997

5 I. DEVELOP*- SCHOOL MISSION STATEMENT SCHOOL AND CLASSROOM INTERVENTIONS EXEMPLARY

1. Team Approach  Review Mission Statement at beginning of school year and throughout the year with the entire school community Administrative staff, teacher, paraprofessionals, parents,  Post Mission Statement throughout the school building students, counselors, deans, nurses, lunchroom staff, school  Include the Mission Statement in every letter, newsletter and memo sent to staff, parents aides, SAPIS, SSA’s, N.Y.P.D., and probation officers and students collaboratively contribute to the Schoolwide Behavior Plan’s  Engage school staff in stating how their work contributes to the Mission Statement Mission Statement.  Give parents opportunities to discuss Mission Statement and state how their interaction with their children and school staff contributes to the school’s Mission Statement  Review with students how their academic performance and behavior contributes to the school’s Mission Statement

2.. School’s Values and Beliefs  Communicate and model on a daily basis the high standards expected of students at all assemblies and school meetings The school mission statement contains the following  Work collaboratively with each other and with parents/care givers to support youngsters’ characteristics and becomes an organic system to meet the cognitive, emotional and social development changing needs of the school community:  Meet on a regular basis to plan strategies to help students engage in positive, motivating - A belief that all students can strive to meet high and productive activities standards and develop to their fullest potential  Post students’ exemplary academic work throughout the building - An emphasis on the role of the school, home and  Post students’ names who have attained Level 3 and/or Level 4 (responsible behavior) in community in ensuring youngsters’ cognitive, the Schoolwide Behavior Plan emotional and social growth  Establish communication with parents and/or guardians by telephone and/or enlist family - The responsibility of the school community to engage worker or attendance teacher and paraprofessional to visit parents and enter information all students in positive, motivating and productive in AIS Log activities  Make parents and/or guardians aware of your concerns, while eliciting their input and - The school affirms the development of personal recommendations responsibility on the part of students and staff  Encourage parents to share strategies that are effective at home and establish a team approach to helping the student  Tell parents you will keep them informed and may be consulting with colleagues to help assist you in coming up with additional strategies to better support their child. 3. Embraced and Supported by Staff  Have entire school community periodically assess how their work and actions contribute All members understand the mission and implement all to the school’s mission components of the Schoolwide Behavior Plan. The Plan has a  Have entire school community participate in developing a plan of action to improve the shared belief system with high expectations in which all implementation of the school’s Mission Statement, specifically as it relates to their work students can be successful. The mission statement guides and interaction with students program implementation, review and modification.

6 II. BEHAVIOR PERFORMANCE STANDARDS 1. Discipline Code SCHOOL AND CLASSROOM INTERVENTIONS EXEMPLARY

1. Clear and Appropriate Consequences and Redirection for Interventions that Support the School Discipline Code: Misbehavior  Discuss School’s Discipline Code with students and parents to help them understand consequences of behavior The School Discipline Code contains all of the following  Have students and parents sign a receipt for the School Discipline Code components and enables students to generalize prosocial  Support teacher and paraprofessionals’ activities to help students understand and behaviors at home, in school and in the community: comply with the School’s Discipline Code - Highly structured, routinized and consistent systems  Support the school’s incentive program and alternatives to suspensions - Meaningful positive incentives  Provide activities and appropriate interventions for students to help them develop and - Appropriate consequences exhibit prosocial behaviors at home, in school and in the community - Alternative to suspensions  Reevaluate students regularly for L.R.E. - High academic standards - Community resources - Parental involvement - Ongoing formal behavior assessment - Opportunities to achieve Least Restrictive Environment (L.R.E.)

Students successfully incorporate all aspects of discipline code and are reevaluated regularly for L.R.E.

2. Consistent Implementation of School Rules Consistent and Ongoing Implementation of the Discipline Code:  Support the school’s implementation of their Discipline Code Administrative staff, teacher, paraprofessionals, parents,  Present awards to students for good citizenship and leadership students, counselors, family workers, SAPIS, SSA’s, school  Conduct assemblies to acknowledge students’ prosocial and responsible behavior aides, office staff, bus drivers, matrons, N.Y.P.D. and probation  Conduct staff meetings to reaffirm the Discipline Code and explore lapses in its officers, etc., contribute to the development and consistent implementation implementation of the Discipline Code.

3. Alternatives to Suspension Alternatives to Suspension:  Establish and implement various programs and options for students who are at risk of School collaboratively develops with all stakeholders a variety of being suspended, or have been suspended alternatives to suspensions and programs developed for  Participate in monitoring students in alternative programs to assess improved behavior suspended students. School tracks students who have and compliance with school rules participated in alternative program which will evidence an  Reach out to students and provide appropriate intervention increase in students’ prosocial behavior.

7 II. BEHAVIOR PERFORMANCE STANDARDS 2. Daily Student SCHOOL AND CLASSROOM INTERVENTIONS Arrival/Departure Assessment Protocol EXEMPLARY

Screening Process for Physical and Emotional State at Team Approach: Arrival/Departure  Participate in developing Daily Student Arrival/Departure Assessment Protocol which delineates lines of responsibility for all involved, i.e. administrative staff, deans, 1. Team Approach counselors, teacher, paraprofessionals, SAPIS, parents, students, SSA, NYPD and Administrative staff, teacher, paraprofessionals, parents, students, other pertinent staff counselors, deans, SAPIS, NYPD, SSA. and probation officers, bus personnel, nurses, etc. contribute to the development and implementation of Daily Student Arrival/Departure Assessment Protocol.

2. Policies and Procedures Arrival/Departure Routines The Daily Student Arrival/Departure Assessment Protocol contains  Work with students to support their understanding and compliance with the School’s all of the following procedures and eventually creates an Student Arrival/Departure Assessment Protocol environment where students are active participants in creating a  Assist in monitoring students’ behavior during arrival/departure times to ensure safe school: adherence with all aspects of the School’s Student Arrival/Departure Assessment Protocol by having a well organized plan of supervision for the teacher, - Warm positive atmosphere paraprofessionals, counselors and school aides - Highly structured arrival, transitional and dismissal procedures  Provide planned activities during arrival and departure - Assessment of students’ emotional, physical and health status  Design and implement lateness policy on arrival  Observe and intervene with students who demonstrate signs of physical/emotional - Visual and/or physical assessment of weapon/drug possession distress - Use of Positive Incentives in Behavior Plan by entire school staff  Take actions with students who possess unauthorized property - Formalized lateness policy - Collection of Metro Cards at beginning of day (as appropriate) - Conduct and Progress Report Cards

3. Intervention Guidance and Counseling Support: Non-compliant/at-risk students are identified and referred to dean,  Reach out to at risk and noncompliant students to help them adhere to the School’s counselors, teacher, paraprofessionals and other support staff, who Student Arrival/Departure Assessment Protocol intervene in a constructive manner which address the specific presenting needs of the student. Feedback is given to the teacher and paraprofessional and included in a recorded system.

II. BEHAVIOR PERFORMANCE STANDARDS 8 3. Intake Procedures INTAKE GUIDELINES FOR SCHOOL STAFF COUNSELING INTAKE CONFIDENTIAL EXEMPLARY Student:______Date of Birth:______Parent/Guardian/Agency:______

1. Review of Cumulative Records, Clinical Files, Address: ______Telephone: ______Birth Mother’s Medical Needs, Hospital and Agency Affiliations Name:______Emergency Contact #1 &Telephone: ______

The school has an intake and admission process known to OSIS #:______SS#:______Emergency Contact #2 &Telephone: ______instructional and counseling staff who identify, review and secure all files. Schools respect the confidential nature of Medicaid Number OR Health Insurance Provider & Policy Number:______all school/ clinical documents. Handicapping Condition:______PRIOR SCHOOL:______

Reading Level:______Regents PASSED: Date Regents PASSED: Date School procedures facilitate the sharing of critical English______U.S.History______Math Level:______Math______information and utilize data to develop students’ behavior Biology______intervention plans. Health Concerns/Medication:______

Medical Doctor’s Name/Clinic & Telephone:______Psychiatrist’s Name & Telephone:______Psychiatric/Suicidal Past/Present Information:______Household Members (include sibling’s names, dates of birth & attending schools): ______Parent/Guardian Concerns & Comments______IEP Received?______Counseling Goals:______Transition/Work Goals:______Agency Involved with (e.g., Home Attendant, Foster Care):______Agency Staff & Telephone:______

ACS Involved (circle): YES NO If yes, ACS Caseworker’s Name & Telephone:______

Probation/Parole (circle): YES NO If yes, Probation Officer & Telephone:______

Suspensions (circle): YES NO If yes, give particulars ______

Trigger (Behavior that ignites conflicts and fights)______

OTHER REMARKS: ______School Staff: Do you have a signed Consent of Parent and MD for Medication Administered in School and a signed Request For Release of Records /Information? ML Rev.2/04 Intake Date:______Signature of School Staff:______Assessment and Monitoring: 2. Identification of Clinical Issues  Consult with school nurse about any health concerns, questionable medical/physical issues, vision/hearing assessment status Counselors identify clinical issues of students and share  Inform student’s teachers and paraprofessionals of any students’ medical condition (heart information with relevant staff and make appropriate problems, asthma, etc.) agency referral, and work collaboratively with agencies and  Consult with guidance counselor and/or other staff responsible for monitoring attendance parents.  Consult with counselor/clinician when student reports suicidal thoughts and/or instances of child abuse/neglect Staff uses intake protocol to obtain critical information and  Collaborate with student’s therapist, physician and treating psychiatrist to plan.  Consult with other school staff (i.e., Administrators and pedagogues) and previous teachers and paraprofessionals  Review the IEP  Check the student’s cumulative records for significant information and attendance information

9 II. BEHAVIOR PERFORMANCE STANDARDS SCHOOL AND CLASSROOM INTERVENTIONS 4. School Crisis Response Procedures All District 75 Schools have a Schoolwide Behavior Plan. 1. Management of the Instructional Environment: EXEMPLARY  Staff demonstrate effective limit setting techniques  Staff understand the dynamics of counter-aggression and its effects on their behavior 1. Identify Staff  Staff utilize a continuum of crisis intervention strategies; i.e., warning at student’s desk, conference at student’s desk, move to specified area inside the classroom, removal to a crisis intervention area outside the Staff are identified to assist students in crisis. classroom Staff work within a coordinated team approach.  The setting provides a private area away from the center of activity for students to regain self-control, reflect on behavior and problem solve effectively 2. Intervene with Students in Crisis  Staff are routinely trained in and practice crisis intervention strategies, i.e., calming/trust-building strategies, listening and questioning techniques School implements the Schoolwide Behavior Plan in  Provide all CITs (Deans) with training in Life Space Crisis Intervention (LSCI) and periodic refresher all areas of the school site. Critical incident debriefing workshops includes the student’s counselor, parent and agency  Complete the CRR Log for each crisis incident (e.g., student referred to the CRR) liaison where appropriate. Where appropriate,  Identify individual student’s patterns of maladaptive behavior utilizing information from the CRR (and other data) to develop an FBA and BIP procedures are congruent with General Education  Develop plan with student to resolve future conflict (replacement behavior) and record on CRR Log. Share site. this plan and Staff Intervention (from “Using the Insights of LSCI to Develop Behavior Intervention Plans) to support this plan with PPT  Crisis intervention techniques are outlined in the student’s IEP and are explained in detail to parents and 3. Criteria for Conflict Resolution Space and students Interface with Crisis Intervention Team  Identify and remedy school wide or classroom level problem areas utilizing information from the CRR (e.g., locations, times of day) Crisis procedures are well outlined and consistently 2. Staff Identify Antecedents to Maladaptive Behavior and Modify Environment implemented. All staff are aware of the policies and  Reduce the number of /modify assignments to enable greater student success crisis response and outcomes. Skilled staff review  Increase monitoring and supervision and modify the student’s individual plan in light of the  Use discreet private signals with the student crisis event  Place student near tolerant peer/good role model  Increase distance between desks 4. Professional Development  Plan student seating (bus, classroom, cafeteria, auditorium)  Provide student with cooling off options (e.g., desk “a” or desk “b”) Staff attend district or school level crisis specific  Provide different options for doing work in various locations/positions professional development training (i.e., LSCI).  Define child’s work space and boundaries (e.g., colored masking tape) Professional development is geared to classroom  Allow student to move to another location in the room to regain control (student initiated) practice. It is refined and further developed as  Stand near student when giving directions or presenting lessons needed by on site staff.  Reduce/minimize distractions (visual, auditory, spatial, movement)  Provide study carrel/office area for seat work  Provide privacy boards/other partitions for seat work/test taking  Reduce noise level in room  Reduce clutter in environment, especially in direct visual field  Increase use of signals to increase attention to and alert students to approaching transitions, changes of routine, etc.  Use eye contact and voice modulation to maintain attention  Change physical environment (seat, desk, teacher and paraprofessional, class, site, school, etc.)

10 III. PROGRAMMATIC ELEMENTS 1. School’s Incentives for Positive Behavior SCHOOL AND CLASSROOM INTERVENTIONS

EXEMPLARY

1. Schools Incentives for Positive Behavior Positive Behavior Supports:  High levels of positive staff/student interactions occur throughout the day Schools have extensive lists of “rewardable” behaviors and a  Positive reinforcement is given at the rate of 4:1 statements; i.e., four positive statements variety of incentive options (trips, certificates, celebrations, to every correction tokens, clubs, pass privileges, award ceremonies, bulletin  Praise statements are specific and help the student understand what aspects of his/her boards, jobs, stipends). Inclusion and mainstreaming options behavior are successful are utilized. Schools seek every opportunity to highlight  Staff respond to the feelings and issues that underlie a particular behavior, not just the student/staff achievement through collaboratively developed surface behavior itself incentive options. Staff provide opportunities for student  Identify what will be most motivating as incentives for that student (e.g., leadership roles, implementation of the incentive programs in order to assist tangible rewards, working to earn tangible or activity reinforcers individually or for the students in attaining an internal locus of control of group) reinforcement and to move from extrinsic to intrinsic rewards.  Discover student’s interests and provide activities that match those interests  Attempt to involve student in extracurricular activities  Call attention to the student’s strengths and display his/her talents  Give student responsibility of being teacher and paraprofessional’s assistant, peer tutor, model, group leader, etc.  Offer incentives as a motivator for good attendance and/or appropriate behavior (i.e., time on computer, special activities)  Write a contingency contract with the student that if he/she is in school “x” amount of time without being absent, student will receive agreed upon reward  Write a contingency contract with the student that if he/she is in school without being late for “x” amount of days, student will receive agreed upon reward 

Parent Involvement: 2. Home Contacts  Increase communication with parent, and conduct more frequent conferences and planning meetings trying to build a partnership on behalf of student School teams regularly support students’ behavior  Increase phone contact with parents remembering to share positive observations as well achievements through home contact incentives. Parents are as concerns active participants in implementing the program in school and  Establish a home/school communication form or system for behavior monitoring home contact incentives  Positive calls/notes home for good attendance  Welcome student after absence  Call the student stating that he/she is missed by teacher and paraprofessional and class 

11 III. PROGRAMMATIC ELEMENTS 2. Prosocial Skill Development SCHOOL AND CLASSROOM INTERVENTIONS EXEMPLARY

1. Classroom Instruction and Counseling Teaching and Learning Process: Support  Students are taught effective ways to communicate their needs, feelings and issues, and staff reinforce their attempts to communicate same The school provides individual lessons, counseling and crisis  Students are taught to value diversity and to acknowledge the contributions of others management, including classroom instruction of prosocial skills within the group as discrete unit courses and group counseling. Prosocial skills  Increase 1:1 opportunities to meet with student, conference and establish a supportive are infused across curriculum to nurture values and promote relationship social justice.  Use Prosocial Curriculum, “I Can Problem Solve”, Myrna Shure, “Prepare Curriculum” and “Anger Replacement Training” by Arnold Goldstein Schools also provide:  Assign a peer buddy who will be supportive and tolerant - Peer facilitated prosocial skills development, e.g.,  Teach appropriate social skills, coping strategies, problem-solving and conflict student leadership, peer mediation, peer counseling resolution and mentoring  Reinforce student’s use and application of appropriate social skills and coping - Prosocial skill development implemented strategies collaboratively by instructional, counseling and support  Pair student with an upper grade tutor staff including school secretary, security and lunchroom  Increase positive interactions, frequency of encouragement and feedback staff  Inform students about the schoolwide behavior plan - Extra-curricular activity with general education students  Involve students in small group and/or class projects - Educational strategies, e.g., cooperative learning  Staff model social skills (e.g., manners, problem solving, anger management) in their everyday behavior

2. Parent Education Parent Education and Involvement:  Increase communication with parents Parents contribute to the Schoolwide Behavior Plan’s  Request parents to complete Parent Questionnaire for PPT during intake/start of implementation at school and at home. school year/Parent-Teacher and paraprofessional conference  Collaborate with the Parent or Guardian in order to explore strategies that might work The school provides frequent outreach and activities to at home parents, families and care givers.  Consult with Parent or Guardian regarding health and/or psychiatric concerns and assist them in the medical/psychiatric referral process  Collaborate with agencies that are involved with the student  Provide parents with information on prosocial curriculum

12 III. PROGRAMMATIC ELEMENTS 3. Student’s Behavior Intervention Plan Based on Functional Behavioral Assessments SCHOOL AND CLASSROOM INTERVENTIONS EXEMPLARY

1. Behavior Intervention Plans/Functional Behavioral 1. Positive Behavior Supports and Coping Strategies: Assessments  Complete Functional Behavioral Assessment and Behavior Intervention Plan  Use preferred reinforcers to decrease inappropriate behaviors (e.g., differential Students whose behavior interferes with learning require a reinforcement of alternative behaviors) Behavior Intervention Plan. The Behavior Intervention Plan is  Teach student more acceptable way of meeting his/her needs (e.g., social skills, based on information generated by a Functional Behavioral requesting a break, getting attention, etc.) Assessment (FBA).  Use preferred reinforcers to increase appropriate behavior to meet the student’s needs The FBA is a focused, systematic examination by the  Let student know you are interested in helping him/her, dialogue with student about educational team of the student’s behavior of concern. his/her needs, encourage open communication Procedures for FBAs are as follows: (Use forms in the appendix  Give student choices and model problem-solving strategies to document this information.)  Discuss inappropriate behavior with student in private  Clearly define the behavior of concern  Write a contract for student behavior with student, if applicable  Take baseline and on-going data on the behavior (Frequency  Use role play with student to practice appropriate behavior Chart)  Provide activities at which student can be successful  Examine antecedents and consequences (ABC Chart,  Explore Alternate Teaching Strategies/Methods/Curriculum Adaptations (Use of Interview of People in Student’s Environment form) manipulatives, integrated sensory approaches, Applied Behavior Analysis, Picture  Determine the function of the behavior (Interview of People in Exchange Communication System, etc.) Student’s Environment form)  Follow-up, evaluate and refine the BIP and FBA  Determine student’s preferred reinforcers (FBA Student’s  Work collaboratively with the student’s family in devising a home component of the Reinforcers) Behavior Intervention Plan  Structure the meeting of the educational team and document their work (Integration of Information and Plan Development  BIP/FBA originals are current and are available in a central location for involved staff form) and parents for review  Create a Behavior Intervention Plan which uses preferred reinforcers to decrease maladaptive behaviors and to teach 2. Integration of Positive Behavior Support Methods adaptive behavior to meet the student’s needs  See Appendix I, Conflict Resolution Room Log, to incorporate information about  Write the Behavior Intervention Plan on Page 11 of student’s patterns of crisis behaviors, replacement behaviors and setting events, which are IEP necessary for FBAs  Integrate Students’ BIP withSchoolwide Behavior Plan  Procedures are in place to maintain FBA/BIP original  See Appendix J for Insights of Life Space Crisis Intervention (LSCI) to Develop documents in a central location Behavior Intervention Plans Team Approach/Interventions: 2. Collaborative Development of the Student’s BIP and FBA  Notify and conference with other school personnel (e.g., counselor, assistant principal, other teacher and paraprofessionals) - Behavior Intervention Plans are collaboratively developed and Consult with other teachers/paraprofessionals, support personnel, (e.g., counselor, nurse, implemented across staff disciplines.  - A school team (teacher, paraprofessional, counselor, and parent) assistant principal) regularly assess and review students’ progress.  Arrange for novice teacher/paraprofessionals to observe master teacher/paraprofessionals  Utilize professional development periods for collaborative development of FBA

IV. PUPIL PERSONNEL TEAM MEETINGS 1. Pupil Personnel Team Meetings PUPIL PERSONNEL TEAM MEETING EXEMPLARY

Pupil Personnel Team Meeting/Subcommittee Meeting Guidelines: 1. Pupil Personnel Team (PPT) Meeting/Subcommittee  AP/Designee as Coordinator of PPT meeting schedules PPT meeting Meeting  Notify and remind all PPT members to be prompt  Invite appropriate support staff -Includes administrative, pedagogical (e.g., teachers, guidance  Provide coverage for the classroom teacher and paraprofessional counselors, psychologists, social workers), paraprofessional  Remind teacher and paraprofessionals to come prepared with all data, work samples, staff and parent coordinator completed Parent Questionnaire, attendance record and anecdotal -Conducts PPT meetings programmed into schedules  Have an agenda prepared in advance of students being discussed at PPT meeting -Discusses students on a regularly scheduled basis  Allot a certain amount of time to discuss each student on the agenda whether or not they are having problems  This process may include the development of the BIP based on an FBA -Accommodates flexible scheduling to ensure participation of  Reserve a few minutes at the end of the meeting for review/follow-up and completion of relevant staff for discussions about students currently having paperwork problems  Know in advance at what time the meeting will conclude -Reviews current behavior management plans and institutes  Use PPT meetings for case conferencing (no other business) appropriate follow-up  Use PPT Action Plan and Follow Up form to develop plan and implement -Compiles and integrates information on students and family  Designate a timekeeper, facilitator and recorder needs from meeting participants and creates or revises goals  Talk one at a time and refrain from interrupting others and methods to meet needs as appropriate  Keep background information short and to the point -Assigns appropriate staff to monitor effectiveness of plan and  Designated facilitator of meeting encourages everyone’s participation, enabling all sets date for follow-up members of the team to share and be heard -Assigns staff to access appropriate outside resources as  Designate team member to follow up on implementation of recommendations needed  Schedule follow up, review or student’s progress, refinement and evaluation of plan -Coordinates procedures to maintain agenda/minutes of  Designee insures implementation of plan meetings  Principal or designee refers case to the District 75 Superintendent for further review and written recommendation, when all attempts have not met with success.  Agenda and minutes are maintained in a central location, accessible to involved staff and parents.

2. Community Involvement Community Involvement and Support:  Maintain an updated list of community based and social service agencies -Involve Parent Coordinator, outside agencies, parents and  Meet with community based and social service agencies on a regular basis to share care givers information and systems’ protocol -Provide feedback to appropriate stakeholders for modification  Invite appropriate community based and social service agencies to attend PPT meetings of students’ program and goals to share resources and discuss individual cases, where appropriate  Meet with community based and social service agencies to jointly plan and sponsor special events for staff, students, parents and the community at large

14 IV. PUPIL PERSONNEL TEAM EVALUATION 2. Safety Review and Incident Analysis PUPIL PERSONNEL GUIDELINES AND INTERVENTIONS EXEMPLARY

1. Periodic Review of Incidents, Suspensions, Lunchtime Assessment and Monitoring: Management Plan and Refinement of The Schoolwide  Review and discuss reports of Incidents, Suspensions, Lunchtime Management Plan Behavior Plan and Refinement of Behavior Program Elements with your Safety Committee  Convene meetings with appropriate staff to review and revise school policies, School teams will document incidents and have regular procedures and practices, as needed. meetings scheduled to review data as part of the safety review  Present school policies, procedures and practices to all school staff at Staff Meetings process in order to amend established policies and practices.  Convene meetings with parents and students to review and discuss the Discipline and The review is part of the ongoing implementation of the School Safety Plan and attendance procedures and monitoring Discipline and School Safety Plan.  Review funding opportunities to determine how new grants and monies can support the Schoolwide Behavior Plan Lunchtime Management Plan is disseminated and reviewed  Develop lesson plans, activities for students to understand the Discipline Code, School periodically by the school leadership team. Safety Plan, attendance procedures and monitoring  Prepare notices and/or newsletters for parents to help them understand the School Services are coordinated and reviewed to avoid duplication of Safety Plan, Discipline Code, attendance and monitoring procedures effort and enhance effectiveness.  Review attendance data and make specific recommendations on improving school Parents and students are involved and contribute to the safety attendance review process.  Use interdisciplinary approach (teacher and paraprofessional, counselor, clinician, family worker, SAPIS) to address suspension, attendance and management issues School targets its resources (e.g., reimbursable, grant awards) to support the Schoolwide Behavior Plan. Outcomes are shared and disseminated to all stakeholders.

Procedures are established for attendance monitoring and for outreach to students and their families with an ongoing review process.

V. PROFESSIONAL DEVELOPMENT

EXEMPLARY SCHOOL STRATEGIES AND INTERVENTIONS

1. All Staff Ongoing Professional development:  School staff identifies and articulates their professional development needs and The leadership team regularly polls staff to determine the priorities for priorities professional development which supports their Schoolwide Behavior  School staff responds in a timely manner to surveys and requests for information Plan. The school team additionally evaluates the professional regarding professional development needs, activities and priorities development and reassesses further professional development needs.  School staff are involved in the design and execution of training in the school’s School supports intersite/school visitation and coaching for newly Schoolwide Behavior Plan assigned staff and targets resources to support their collaboratively developed professional development initiatives and PDL models.

2.. Orientation Procedures for Newly Assigned Staff Professional development for Newly Assigned Staff:  Newly assigned staff actively participate in professional development activities Administrators, instructional and counseling staff provide professional and incorporate new information, strategies and materials into their work relating development for new hires over the course of the first year. School to the school’s Discipline Code and Schoolwide Behavior Plan teams will provide ongoing professional development in schools, off-  Newly assigned teacher and paraprofessionals buddy-up with senior site and pre and in-service courses which are congruent with the experienced teacher and paraprofessionals school’s Schoolwide Behavior Plan. Exemplary schools weave  Newly assigned staff receive training in positive behavior supports professional development into their Schoolwide Behavior Plans in a fashion that allows for reflective practice and growth.

3. Parents and Students Parent and Student Involvement:  Parents and students are invited to have input into planning training activities Schools collaborate with parents in developing the content and design and workshops for staff and parents of the school’s professional development initiatives, and involve them in  Parents are invited to review professional development activities and feedback the review of the trainings’ effectiveness, while exploring other training of training sessions needs. Schools identify and provide educational development opportunities for parents and students.

4. Community Based Organizations Community Based Involvement  Community Based Organizations are invited to plan and provide input into Schools collaborate with community-based organizations in initiatives. school-based initiatives as well as offer and provide training activities and workshops for staff and parents  Community Based Organizations are invited to review professional development activities and provide feedback on training sessions  ML Desktop Documents\PPT Enhancing Student Outcomes DRAFT 3/11/04

16 Appendix A

District 75

REQUEST FORM FOR SCHOOL BASED PUPIL PERSONNEL TEAM SUPPORTS (Complete and submit to PPT Liaison with supporting data)

Student ______Date of Birth ______Age ______Grade ______

M__ F__ Primary language ______Teacher and paraprofessional ______Class/Room ______

Counselor/Clinician______

Request Form Filled Out By______Date form submitted to PPT Liaison ______

Parent/Guardian ______Home Telephone: ______

1. Reason for Request (check major concerns):

Academic ___ Behavior ___ Social/Emotional/Coping Skills ___ Organization/Study Skills ___ Health/Physical/Attendance ___ Communication/Speech/Language___ Family Issues ___

Other______

2. Describe your specific concerns

3. Behavior Intervention Plan

4. List other interventions and strategies implemented

5. Describe your student’s strengths and interests

¨6. DRA Level ____ ECLAS ____ Most Recent Scores in: Reading _____ Math _____Writing _____

Parent/Guardian/Agency Contact(s):

Date Initiated by whom Purpose Outcome

17 Appendix B

District 75

PARENT QUESTIONNAIRE FOR PUPIL PERSONNEL TEAM

Student______School______

Parent / Guardian______

Home Telephone ______Date______

Please take a moment to answer the following questions to help the school support your child. This information will help us effectively work with your child.

1. My childs favorite interests and hobbies are:

2. Things I really enjoy about my child are:

3. My child’s strengths are:

4. Expectations I have for my child are:

5. My concerns about my child are:

o At school

o At home

6. Other individuals who live in the home are:

7. How well does your son/daughter communicate in their primary language at home with the family?

8. Is there anything else you feel you would like to share about your child?

______Please return this form to your child’s teacher and paraprofessional.

Appendix C

18 District 75

PUPIL PERSONNEL TEAM - ACTION PLAN AND FOLLOW UP

Student______Date of Birth______Date______Referred by______

INTERVENTIONS (Brainstorm)

ACTION PLAN: RESPONSIBILITY Communicate with parent if parent does not attend. (Title) (When?)

SIGNATURES/TITLES OF THOSE IN ATTENDANCE:

______

NOTE: Teacher and paraprofessional is responsible for communicating this plan of action with parents/guardians.

EVALUATION AND FOLLOW-UP: ______

______19 ______C1

Appendix D District 75 FREQUENCY CHART Name: ______Observed from ___/___/___ to ___/___/___ Behavior: ______Rater(s):______

TIME Mon Tues Wed Thurs Fri Mon Tues Wed Thurs Fri

Directions: Use for one clearly defined behavior. Enter time intervals in left-hand column, depending on how often the behavior typically occurs. Every time child displays the behavior enter a tally mark in the appropriate section. Use the information to chart the frequency of the behavior and patterns of occurrence. 20 D1 Appendix E District 75 A-B-C CHART

Student’s name: ______School/site: ______Observed from ___/___/___ to ___/___/___ Completed by: ______Behavior of concern: (be specific and clear) ______

Date/Start A=Antecedent: Location, B=Behavior What did the C=Consequence What Observer & end time activity, people, etc. child do? happened after the behavior Initials

Use this form at the beginning of an FBA to document what happens immediately before and after the behavior of concern. This can help discover what is triggering & reinforcing the behavior. Use for only one behavior (e.g., hitting). E1 21 Appendix F District 75

INTERVIEW OF PEOPLE IN THE STUDENT’S ENVIRONMENT

Child’s Name: ______Date of Interview: ______

Informant’s Name and Title: ______

Behavior of Concern: ______

______

In what settings do you observe the behavior?

Are there any settings where the behavior does not occur?

Who is present when the behavior occurs?

What activities or interactions take place just prior to the behavior?

What happens right after the behavior?

Why do you think the child behaves in this way (function of the behavior)?

What do you think s/he should do instead?

Child’s strengths:

Other:

Appendix G

22 District 75

REINFORCERS

Name: ______Date: ______

List things student likes most in the following categories: Tangible (things):

Sensory: Visual, motor, sounds, proximity to people, touch, taste, smell

Attention:

Places:

People:

Activities:

USE ABOVE INFORMATION TO DESIGN REINFORCEMENT FOR THE BEHAVIOR INTERVENTION PLAN.

G1 Appendix H District 75

23 INTEGRATION OF INFORMATION AND PLAN DEVELOPMENT

Name: ______Date: ______

Age: ______Program: ______Class: ______

School: ______

Names of staff who interact with child:

Behaviors of concern: Priority behavior:

Setting events: Social history, family, trauma, etc

Relevant recent/on-going events:

Skill/performance strengths and deficits:

History of the Behavior:

Physical/Medical status:

Self-talk and irrational beliefs:

Setting events: Context of behavior: Time, place, activity, people, etc.

Antecedents (triggers):

Consequences (what typically happens after behavior):

24 Possible function(s) of behavior:

Reinforcers:

Student does not like:

Replacement Behavior:

Crisis Plan:

Behavior Intervention Plan:

Staff responsible for implementing and tracking plan: Plan reviewed (date):

Continue plan? ______Why?

Modify plan? ______Why?

Attach data sheets, including frequency charts, ABC, interview forms, etc.

* * * * * * * *

Participation should be recorded on the following page.

Date of Conference: ______Conference Participants 25 Name Title Signature

Date of Conference: ______Conference Participants

Name Title Signature

Appendix I CONFLICT RESOLUTION ROOM LOG (Page 1 of 2)

(Teacher of Paraprofessional: Fill out the top of this form including the description of the incident)

Student’s Name: ______Referred by:______School/Site:______Class:______Date:______

Behavior leading to referral to Conflict Resolution Room: Rate the severity of the problem Check all that apply  Problem with Peers _____ on a scale from 1 to 10, where:  Problem with Adults _____ 1 = mild, yet too severe to be   Problem with Self _____ able to remain in class;  Problem with Learning _____ 10 = severe, that is, imminent  Problem with Rules _____ danger to life and limb.  Self-referred _____  Other (Be specific) ______Briefly describe the incident and the student’s response (or see Student Removal Form) ______

(From this point on, all information is filled in by Conflict Resolution Room Staff) Name of Conflict Resolution Room Staff: ______Behavior and interaction while in the Conflict Resolution Room:  De-escalated, but with little or no self-awareness  De-escalated, with active discussion of his/her behavior  De-escalated, with insight and with responsibility for his/her behavior  Other (specify):______

*Plan to resolve future conflicts: ______Plan explained to other staff? NO YES (If Yes, name staff)______Behavior upon exit from the Conflict Resolution Room (Circle a number from 1 to 10): 1 2 3 4 5 6 7 8 9 10 CALM HIGHLY AGITATED Time of Entry: ______Time of Exit: ______Returned to:______Escorted by:______

Life Space Crisis Intervention used?Yes No Partial LSCI (Drain-off, Timeline, Consequence) If a full LSCI was used, which one? Red Flag Reality Rub Symptom Estrangement New Tools Massaging Numb Values Manipulating Body Boundaries *What was his/her self-defeating pattern? ______

27 *See the “Using LSCI to Develop Behavior Intervention Plans” guide to assist with patterns and plans.

CONFLICT RESOLUTION ROOM LOG (Page 2 of 2)

Did the student give you any information in the following areas?

1. Stressful events during the past 24 hours: e.g., Student overslept and didn’t have breakfast. ______

2. Family changes: e.g., Student has a new sibling or was recently moved to a foster home. ______

3. How long has this problem behavior been occurring? e.g., Student describes fights with peers for two years. ______

4. Academic/Social problems and strengths: e.g., Student says that s/he likes to read or has problems with math every day. ______

5. Physical/Medical: e.g., Student says that s/he didn’t take her medications today. ______

6. Negative comments describing personal outlook on life: e.g., Student says “I don’t have to listen to you. I’ll do what I want.” or “Nothing ever works out for me.” ______

28 CD\CRRLrev 2004

Appendix J

USING THE INSIGHTS OF LSCI TO DEVELOP BEHAVIOR INTERVENTION PLANS

Self-Defeating Pattern Staff Intervention Personal Goal for Student Red Flag *Help student to identify Seek staff member to discuss Student brings problem into displacement problems when in distress school and displaces anger *Teach student to seek staff help instead of seeking help when in distress

Reality Rub *Use timeline to help student Objective re-examination of Student has a distorted view of organize reality problem incidents with staff help incident; fails to see own *Foster understanding of cause contribution to problems; and effect in non-judgmental misperceives actions/intentions manner of others; or tests limits *Help student to check out possible distortions and misunderstandings

New Tools *Acknowledge student’s positive Practice appropriate social skills Student has a good intention but intention in incident in target area does not have the social skills to *Teach skills to attain student’s carry it out objective

Symptom Estrangement *Acknowledge student’s Accept responsibility for actions Student justifies anti-social strengths behavior *Create acceptable outlets for student’s interests and strengths *Benign confrontation of behavior and rationalizations *Set limits on inappropriate behavior by reference to school rules and dispassionate follow- through on consequences

Massaging Numb Values *Stop self-deprecating speech Acknowledge and utilize self- Student acts impulsively and and self-abusive behavior control in difficult situations violates personal values, then *Point out strengths and affirm feels guilty and worthless incidents of self-control *Develop plan and strategies for self-control in difficult situations – e.g., cognitive strategies and relaxation routines *Provide opportunity for restitution, as appropriate

Manipulating Body Boundaries *Use timeline to expose Resist teasing or exploitation by Student is unaware of manipulation by other students peers manipulation of peers *Affirm student’s desire to not be used by others

Dd\Using the Insights of LSCI to Develop Behavior Intervention Plans 29 J1